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Originalartikel

Multikulturelle Überzeugungen

Herkunft oder Überzeugung? Welche Rolle spielen der Migrationshintergrund und multikulturelle Überzeugungen für das Unterrichten von Kindern mit Migrationshintergrund?

Published Online:April 20, 2012https://doi.org/10.1024/1010-0652/a000064

Abstract

Zusammenfassung: In letzter Zeit wurden vermehrt Initiativen gestartet, Lehrende mit Migrationshintergrund zu gewinnen, unter der Annahme, dass sie über mehr Kompetenzen für das Unterrichten in kulturell heterogenen Kontexten verfügen. Jedoch ist empirisch ungeklärt, ob sich Lehrkräfte in ihrer professionellen Kompetenz für das Unterrichten von Kindern mit Migrationshintergrund unterscheiden und ob mögliche Unterschiede allein auf den Migrationshintergrund zurückzuführen sind. Ausgehend vom COACTIV-Modell der professionellen Kompetenz von Lehrkräften untersuchte die vorliegende Studie an 433 Mathematiklehramtsanwärter(inne)n mit und ohne Migrationshintergrund Selbstwirksamkeitserwartungen, Enthusiasmus und Vorurteile für das Unterrichten von Schüler(inne)n mit Migrationshintergrund vergleichend und testete, ob multikulturelle Überzeugungen (MKÜ) eine vermittelnde Rolle spielen. Ergebnisse aus Strukturgleichungsmodellen bestätigen letzteres: Lehramtsanwärter(innen) mit Migrationshintergrund berichteten ausgeprägtere MKÜ, die wiederum Selbstwirksamkeitserwartungen und Enthusiasmus positiv und Vorurteile negativ beeinflussten.


Cultural Background or Cultural Beliefs? What Role do Immigration Background and Multicultural Beliefs Play for Teaching Children with Immigrant Backgrounds?

Abstract:Various initiatives have recently been launched to attract more teachers with immigrant backgrounds, under the assumption that they are better equipped to teach in multicultural contexts. However, whether teachers differ in their professional competence to cater for students with immigrant backgrounds has not yet been empirically established, and it remains unclear whether any such differences would be attributable to the teachers’ own immigration background. Based on the COACTIV model of teachers’ professional competence, and drawing on a sample of 433 trainee teachers with and without immigrant backgrounds, this study (a) investigated trainee teachers’ enthusiasm, self-efficacy, and prejudices with respect to teaching students with immigrant backgrounds and (b) tested whether the relationship between immigration background and these variables was mediated by multicultural beliefs. Results from structural equation modeling confirmed that multicultural beliefs had an indirect effect: participants with immigrant backgrounds reported higher multicultural beliefs which were in turn associated with higher self-efficacy and enthusiasm and lower levels of prejudice.

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